五上U3 A learn

课题内容课题名称五上 Unit 3 Part A lets learn教学年级五年级黎小敏一、指导思想与理论依据现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。二、教学背景分析学生分析本课时的教学对象是小学五年级的学生,学本课时之前，已形成饮食话题的初步知识架构,在前一课时已掌握了一些食物的词汇:noodles,hot dog,bread, juice, egg, milk, water, chicken,cake, fish ,beef, rice , tomato, potato, green beans, carrot, pear, apples, orange, banana, watermelon, strawberry, grape. candy, tomato, potato, green beans, carrot,vegetable.知道如何表达想吃什么和想喝什么。可见,他们对于What would you like to eat ? Id like to eat .和 What would you like to drink ? Id like to drink.句型的语言结构及语义并不陌生。但他们自主学习，在实际生活中运用英语的能力还不高。所以，本课以开放性的语言情景，设置不同层次的任务，培养语言综合运用能力。教材分析本课时的教学内容五上Unit 3 Part A lets learn 的词汇课。本部分通过用餐的日常生活的情景。呈现了要学习的五个单词ice cream, tea, hamburger, sandwich, salad。本课的主要是围绕点餐主题等开展教学，学生在这之前已经接触过一些，对此并不陌生。本节课要根据学生的实际情况，让学生表达自己想吃什么，做到词不离句。 新课程标准（2011）提倡合理开发课程资源，使其适合学生的需要，话题创设要贴近学生生活，体现学生主体，因此本节课结合学生实际生活开展教学活动，以整体语言教学理论和动态评价为基础，采用语篇呈现、导建语篇、语篇评价和自建语篇的4D课堂词汇教学，突出用英语做事情，培养学生实际语言运用能力。 三、教学目标与策略分析教学目标语言知识与能力目标在语篇情景中理解本课单词的意义和语用功能，能运用自然拼读法和构词法来读写tea, hamburger, sandwich, 和ice cream.在完成任务的过程中学会正确运用Id like to eat .和Id like to drink 来表达自己想要什么食物。学习策略目标通过听力、自然拼读法、阅读理解等方式激活思维，并尝试用简单的英语来表达自己喜欢吃什么。情感态度目标 能够注意合理饮食。 文化意识目标 能够认识西方一些食物和中国茶文化。教学策略立足课程要求和课时目标，教师通过创设接近学生实际生活的各种语境，采用问题教学法、情景教学法和任务型教学法等，让学生在整体情境中感知语言、习得语言、运用语言。四、教学重、难点分析教学重点:1.能够在语境中能听、说、读、写单词 ：ice cream, tea, hamburger, sandwich, salad。2.能够借助语篇正确理解词汇和对话的意思，能完成相应的练习并在有意义的语境中正确运用本课词汇。 教学难点: 正确拼读hamburger, sandwich和cream.5、 教学过程设计教学过程Step one: Warm-up Brain storm: This is a restaurant ,What kind of things do you they sell ? Guess and tell me. Some kinds of food, drink and vegetable ?设计意图：让学生头脑风暴说出他们所知道的表示食物的单词，激发学生学习新单词的图示。Step two: 呈现语篇1. In fact, its my restaurant . “Healthy restaurant”.Let me tell you . Here is my advertisement.What food do we have ?2. 呈现语篇:Hi, everybody. This is my “Healthy Restaurant”. We have many food here . Look, you can see fish,chicken and 图, they are fresh.We have main food: 图s and 图es. There is milk,juice,water and 图, they are hot and 图 s for children, too.What would you like to eat ? What would you like to drink ? 设计意图：在话题情境中导入语篇，引导学生初步理解文本大意。学生进行话题情境的感知、并将获取词汇信息。通过改编书本的Lets learn， 把独立的词句，放在一个完整有意义的语篇中，使学生体验和理解本课新词的音和义。 3. Can you tell what kinds of food do you know in my restaurant ? 设计意图： 以提问形式，共同把文本用思维导图的形式呈现出来，对语篇进行细致分析。 4.再次呈现语篇：Hi, everybody. This is my “Healthy Restaurant”. We have many food here. Look, you can see fish,chicken and salad, they are fresh. We have main food: hamburgers and sandwiches. There is milk,juice,water and tea, they are hot and cold.We have ice creams for children,too.What would you like to eat ?What would you like to drink ? 2.让学生速读语篇,在语篇中圈出今天要学习的新单词（板书）：Can you find the new words about food ? 设计意图：速读语篇，引导学生归纳，提炼关键词，以理清文本的思路。Step three: 导建语篇 1.phonics教学。设计意图：渗透单词记忆方法,解决单词的形。 2.文化渗透Ice cream : Tea: Tea :Hamburger :Sandwich : Salad: 设计意图：与学生展开有意义的交际，并为学生搭建图片、句型等支架，让学生根据自己的实际情况进行交际，在交际中实践本课的新单词和理解单词的语用功能。 3.学生在work sheet完成填写单词。 4.朗读板书。设计意图：以句子的形式总结一下老师板书的内容，让学生明确核心句式。Step four: 语篇评价 1. Listening：guessing game. Do you know which one is the most popular in my restaurant?听五个语篇，学生找出本餐厅最受欢迎的食物是哪一种？ (1) Mom, , what would you like to eat ? Id like two sandwiches , and a hamburger. What about you ? I am thirsty, Id like a cup of tea, r ,please . (2) Hi, Oliver. Are you hungry , Yes. What would you like to eat ? Id like two chicken hamburgers . What would you like to eat ? Id like some salad . I am not so hungry. (3) Zoom, its time for dinner, what would you like to eat ? Lets eat some hamburgers and ice creams, OK? Great, they are yummy . (4) Hi , Mike . What you like some sandwiches for lunch ? No, thanks, Id like some hamburgers, and Id like some hot tea ,please . (5) Can I have some fruit salad, please? Sure, Would you like some ice creams, No, they are too sweet, Id like a beef hamburger. 老师在黑板上记录，Oh, which one is the most pop? Yes, thats hamburger.设计意图：以先猜再听的形式，强化单词听力，同时学生判断性思维能力得到锻炼。 2. Reading comprehension：Which order is healthy ?(1)Whats my restaurants name ? Healthy restaurant ? But some peoples orders are healthy ,some are unhealthy .please read ,and judge which order is healthy and why ?PPT分别呈现五个语篇。（2）Is Robin helpful ? Robin is my waiter in my restaurant . Is he helpful ? Can he send the right food to the customers ? 设计意图：以阅读的形式，围绕所呈现的语篇，强化单词认读，同时培养学生提取关键信息的能力，同时渗透情感教育。 3. Writing : P25下 假设你在餐厅，你会怎样点餐？Let me introduce a waiter to you . This is Robin, he is a robot ,he is helpful,he is a waiter in my restaurant .He can read your orders . Please write down what food would you like .学生在worksheet上完成练习二。设计意图：创设开放性情境，检测学生对新词汇的掌握情况，获取反馈信息，进一步巩固新词汇。 4. Speaking: Role play with Robin. （1）老师试范。 (2) 学生练习。（3）与Robin对话。Step five: 自建语篇1. 设计一份广告词 advertisement.（注意要合理搭配饮食） Welcome to “Healthy Restaurant ”. On Mondays , we have _, _,_and _. On Tuesdays , we have _, _,_and _.On Wednesdays ,we have _,_,_and _. On Thursdays ,we have_, _,_and _. On Fridays , we have _, _,_and _.On Saturdays ,we have _,_,_and _.On Sundays we have _,_,_and _. They are healthy and yummy . What would you like to eat ? What would you like to drink ?2. Homework: Design a dream restaurant. and write down your daily menu.六、教学评价设计形成性评价贯穿始终,本课时动态评价为基础，以师生交流、课堂观察、课堂提问等方式了解学生的学习情况,及时调整和改进下一步教学,从而提高教学效果. 七、板书设计 Unit 3 What would you like ? Part A Lets learnWhat would you like to eat ?Id like a _and a _.Id like an _.Id like some _.What would you like to drink ?Id like some _. 八、work sheet 一 填写单词Hi, everybody. This is my “Healthy Restaurant”. We have many food here. Look, you can see fish, chicken and_,they are fresh. We have main food: _sand _es. There is milk, juice, water and _, they are hot and cold. We have _s for children, too. What would you like to eat ? What would you like to drink ? 2、 写出你要点的食物和饮料。